Investigating the Contributions of Different Types of Prior Knowledge on Chemistry Learning Outcomes (Poster 22)

• In Event: Saturday Poster Session 9:35 am
  In Poster Session: Learning Sciences SIG Poster Session 2: Co-Design, Math, Science, and Language Learning

Abstract

Past research has found prior knowledge to be a significant predictor of student learning outcome. However, little is known about the combined influence of the different types of prior knowledge in predicting learning outcomes. We conducted hierarchical regression model to investigate the combined relationship of different types of prior knowledge on chemistry learning outcome. Participants (N = 323) were from an introductory chemistry course in the Pacific North. The result showed that prior knowledge has a significant influence on learning, as the final regression model explained 57% of the variance in students' chemistry learning outcomes. GPA, familiar topic, and pretest scores remained significant predictors of learning outcome, while pretest scores were larger than the others significant predictors.

Authors

• Oluwasola Samuel Oni, Washington State University

• Olusola Olalekan Adesope, Washington State University

• Oluwafemi J. Sunday, Washington State University

• Deborah G. Fabiyi, Washington State University

• Blessing Akinrotimi, Washington State University

• Rachel Min Wong, University of Tennessee

• Krista Nishida, Washington State University